Further elaboration of the Learning Through Activity research program

Abstract

This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.